Lesson 2 of Bonding unit Understanding cation and anion
State Standards: GLEs/GSEs Or Common Core State Standards:
PS1 (9-11)-4 (4a, 4c)
Context of the Lesson Where does this lesson fit in the curriculum and instructional context? Is it the opening of a unit or a series of lessons?
This is the second lesson in the unit and will address the types of ions. It will draw on information taught in the previous lesson to now put names to positive and negative charges, but also strengthen the ability for students to identify charges of ions. Also students will be asked to learn the common anionic compounds with their charges.
Opportunities to Learn
Definition: Materials, Learners and Environments
Plans to differentiate instruction: I will be using differentiated instruction in the next lesson to strengthen the information learned today. Accommodations and modifications: Modifications will be made during the lessons. Accommodations for the class will be subject to the specific class. The room is relatively small and my voice is loud, there for the inablility to hear or see will be minimal. Students will be able to work in groups so they can learn from each other and that will hopefully eliminate some problems. Environment factors: None that I can see. The room is set up in groups of 3 or 4, and students have been able to work in groups well during my observations. All groups are placed so that they can see the board. Materials: Chalk board and worksheet/ guided note sheet and students will need something to write with
Objectives
Students will be able to define what a cation and anion is. Students will be on their way to memorize the common anion compounds with their charges
Instructional Procedures
Opening: Go over any questions students had about the last lesson, and see if there are any homework problems Ask the class based on their reading what is a cation and anion? Now that we know what they are how do you think they interact with each other? Engagement: Hand out a note taking sheet, and then start to go over the notes on the board fallowing along with the notes sheet.During note taking session questions I will ask
When these both a cation and an anion interact they create what?
More specifically they create a bond.
Then put up a list of common ionic compounds in which I will tell them to copy down and suggest that they make flash cards to try and memorize them. Stress that they are important to know because when you start with writing formulas that they will be used a lot and need to be understood. I will then have them make the flash cards in class to ensure that they start to memorize them. Electron Dot Structures Taking what we now know about trying to find number of valance electrons and octet rule how do you think you would draw an electron dot structure?If they dont have an answerWhat am asking for with an electron dot structure?How should electrons be drawn around the atom? In pairs? Then once we do a few single atoms on the board I will move onto compounds.We will work through a few on the board. Closure: Ask if they think anions and cations bond to each other. Ask a definition of both anion and cation, but they have to have their notes away. Give book work as homework to strengthen their skills (on electron dot structures)
Or Common Core State Standards:
Where does this lesson fit in the curriculum and instructional context? Is it the opening of a unit or a series of lessons?
Definition: Materials, Learners and Environments
I will be using differentiated instruction in the next lesson to strengthen the information learned today.
Accommodations and modifications:
Modifications will be made during the lessons. Accommodations for the class will be subject to the specific class. The room is relatively small and my voice is loud, there for the inablility to hear or see will be minimal. Students will be able to work in groups so they can learn from each other and that will hopefully eliminate some problems.
Environment factors:
None that I can see. The room is set up in groups of 3 or 4, and students have been able to work in groups well during my observations. All groups are placed so that they can see the board.
Materials:
Chalk board and worksheet/ guided note sheet and students will need something to write with
Instructional Procedures
Go over any questions students had about the last lesson, and see if there are any homework problems
Ask the class based on their reading what is a cation and anion?
Now that we know what they are how do you think they interact with each other?
Engagement:
Hand out a note taking sheet, and then start to go over the notes on the board fallowing along with the notes sheet.During note taking session questions I will ask
When these both a cation and an anion interact they create what?
More specifically they create a bond.
Then put up a list of common ionic compounds in which I will tell them to copy down and suggest that they make flash cards to try and memorize them. Stress that they are important to know because when you start with writing formulas that they will be used a lot and need to be understood.
I will then have them make the flash cards in class to ensure that they start to memorize them.
Electron Dot Structures Taking what we now know about trying to find number of valance electrons and octet rule how do you think you would draw an electron dot structure?If they dont have an answerWhat am asking for with an electron dot structure?How should electrons be drawn around the atom? In pairs? Then once we do a few single atoms on the board I will move onto compounds.We will work through a few on the board.
Closure:
Ask if they think anions and cations bond to each other.
Ask a definition of both anion and cation, but they have to have their notes away.
Give book work as homework to strengthen their skills (on electron dot structures)